Assignment:
This week students will be completing a PowerPoint presentation in two parts.
Student’s State Law:
Student’s should research their state’s law and then describe the following topics :  Living Will, DNR, Power of Attorney, Spouse/Partner Rights, Euthanasia, Patient Self-Determination.  Use the following guideline for the presentation.

1. Title page (1 slide)
2. Living Will (1-2 slides)
3. DNR (1-2 slides)
4. Power of Attorney (1-2 slides)
5. Spouse or Partner’s Rights in decision making (1-2 slides)
6. Euthanasia: Active, Passive, Voluntary, and Involuntary (4-6 slides)
7. Patient Self-Determination Act of 1990 (1-2 slides)

For the above, students must address: who needs to sign, is a medical evaluation needed, does the document expire, what rights does the person have, what treatment options does the document cover.
For the second part of this presentation, address this Case Study:
Brittany Maynard, a 29-year-old with terminal brain cancer decides to uproot her family from California to Oregon so she could die with dignity. Brittany’s story was covered by the news and on Nov. 1, 2014 she did end her life and suffering with physician assistance suicide.

1. Research and provide your own background of the story (2-3 slides)
2. Research Oregon’s Death with Dignity Act and discuss: who is eligible, and what steps need to be followed (2-3 slides)
3. Do you feel Brittany opened a door to many people suffering from a terminal disease? Do you feel health professionals should discuss this option with their patients, why or why not? (2-3 slides)
4. Do you feel this is a personal decision that needs to be made by the individual, and that healthcare professionals need to respect the patient’s wishes? (1-2 slides)

For the presentation, insure information is referenced and cited in your slides. The presentation should start with a title slide and end with a reference slides. At least 3 references are required for this assignment. You must include at least 5 pictures or graphics. All pictures or graphics taken from outside sources must be referenced and cited.
Assignment Expectations:

• Length:
  • At least 17 slides
  • Use the tips at http://www.garrreynolds.com/preso-tips/design/ to create the slideshow.
  • Because good PowerPoints have very few words, submit a script that describes the content of each slide – about 50 words per slide.  Place this script in a separate Word document that shows each slide number and the text for each slide as shown in the provided PowerPoint Slide Notes.docx.
• Structure:
  • Include a title page and reference page in APA style
• References:
  • References are required. You should include the appropriate APA style in-text citations and references for all resources utilized to answer the questions

The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

• Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
• Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
• Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
• Consider which of the conditions is most likely to be the correct diagnosis, and why.
• Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
• Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
• Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

• Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
• Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning

REPLY1
According to Rousseau and Gunia (2016), translation science refers to the investigation of methods, interventions, as well as variables affecting its adoption by individuals and organizations in order to create clinical improvement together with improved health decisions. Strategies include testing the effects of interventions on EBP promotion and adoption.
Translation studies include describing promoters and barriers to knowledge use and consumption, attitudes towards EBP and defining scientific field structures. Moreover, EBP is important simply because it main purpose is to provide effective care with the aim of improving patient outcomes. Patients anticipate receiving the best care with reference to evidence based practice; hence, it is important to critically evaluate it before implementation.
To assess the effectiveness of my evidence-based project, I chose to design a pre and post intervention study design. The study design was inform, of questionnaire where I had several questions posted to my colleagues for challenging responses through the hospital board (Lott & Hughes, 2020). Through the inquisitive nature, I came to learn about both internal and external forces influencing change and implementation of EBP. Internal forces include forces from within the institution while external come from the partnered organization. Therefore, one expects positive patients’ outcomes to mark effective implementation of EBP.
Reference
Rousseau, D. M., & Gunia, B. C. (2016). Evidence-based practice: The psychology of EBP implementation. Annual Review of Psychology, 67, 667-692.
Lott, T. F., & Hughes, R. (2020). The Implementation of an Evidence-Based Practice Mentorship Program.
REPLY2
After presenting the proposal to nurses and training them on the teach-back method, I will educate patients, and will have nurses educate patients on central venous catheter care and reducing the risk of infection using the teach-back method. The Teach-back method is a quick way for health care team members and others to check how well patients have understood the information provided (niddk.nih.gov). Once the patient has been educated I will ask patient to repeat what he/she has understood. If everything is understood, then a follow up visit will be scheduled with the patient. A week after the education has been provided I will meet with the patient as ask questions about central venous catheter care and reducing risks of infection to determine how much the patient has retained and what needs to be reinforced. I will have nurses do the same with other patients, and will have nurses track the patients responses so that either they or I can follow up with patients that are needing extra training.
References
The National Institute of Diabetes and Digestive and Kidney Disease. Retrieved from:
https://www.niddk.nih.gov/health-information/professionals/clinical-tools-patient-management/diabetes/game-plan-preventing-type-2-diabetes/how-talk-patients-about-prediabetes-diagnosis/use-teach-back-method

Analyze the roots of public health nursing. Explain its influence on practice today.
instructions:
minimum 500 words.
APA format
3 references no older than 2015.